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Navigating Through the New Curriculum Essentials Document

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Our Journey

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How are BVSDs CED and Common Core Standards Organized? Draft CED & Common Core organization Vertically Aligned GLEs & EOs Placemats by grade level & standard

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Susan insert the 2 nd writing GLE page from 1 st or 2 nd grade

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Prepared Grauate Competencies [Common Core Anchor Standards] Prepared Graduate Competencies [Common Core Anchor Standards] Grade Level Expectations Evidence Outcomes [Common Core State Standards]

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Vertically Aligned GLEs & EOs

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Turn & Talk Take a few minutes to orient yourself with what is on this alignment document. How might this benefit you /your school?

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Placemats by grade level & standard

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Turn & Talk Take a few minutes to orient yourself with what is on this alignment document. How might this benefit you / teachers in your school?

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How might assessment & reporting expectations change? English Language Arts GLEs connectedness to the report card. CED alignment to new State assessments..

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BVSD Assessments Screeners, diagnostics, interim and summative assessment will be used along with assessments evaluated formatively to plan lessons and provide focused feedback to students. Observations/Conversations/Work Samples Group/Individual Projects - Performance tasks District/State Literacy Assessment Individual Reading Inventories such as Running Records, QRIs, Guided Reading Level Benchmark Books Questions/Comments/Reading Responses Peer assessments/ Self assessments Discuss with a partner: which of these do you already use? How might your use these differently as you transition to the new CED?

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How might assessment & reporting expectations change? English Language Arts GLEs connectedness to the report card. CED alignment to new State assessments..

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Two Major Assessment Changes 1.The assessment will be online. 2. The type of thinking and responding will be very different the focus will be on using multiple texts to respond to one question & using textual evidence will be required.

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Turn and Talk What will it take to prepare students who are ready for these assessments?

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Transition Plan Lets take time to do this well! Insert Transition arrows

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Make intentional connections between reading & writing

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Common Core Appendix A & C FANTASTIC RESOURCES!! Use them as a book study a 3 rd Point to gather information & discuss implications

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Annotation: The writer of this piece establishes a situation and introduces the narrator. ONE night when the air was warm, my puppys were sleeping on the back porch.... I turned out my lamp. I wuldnt go to sleep.... I saw my mom geting ready to walk out the door.... She had a worried exspression on her face. I knew somthing was wrong. organizes an event sequence that unfolds naturally and uses temporal words and phrases to signal event order. When I opened The back door I excpected my puppys Maggie and Tucker to jump up on me. They didnt come at all. I called, they still didnt come. Now I knew something was wrong. uses dialogue and description of characters actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations. I asked where are you going? Just for a drive she replied. She had a worried exspression on her face. I knew somthing was wrong. I went to my room and cried. The next day I still worried. I worried all through school. Her eyes started to fill with tears as she answered my question with 3 words, I dont know, she burst into tears. So did I. She hugged me. I went outside and sat in moms rocking chair. I cried some more. Ive got over them leaving because mom says we can get 2 new puppys very soon. provides a sense of closure. Ive got over them leaving because mom says we can get 2 new puppys very soon. demonstrates growing command of the conventions of standard written English (with occasional errors that do not interfere materially with the underlying message).

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Three Types of Writing Argument/Persuasive Opinion in Elementary Informational/Expository Narrative

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Words in Three Tiers Spelling & Vocabulary Study

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Determining Text Complexity A four step process 1.Determine quantitative measures 2.Systematically analyze qualitative aspects 3.Reflect upon reader and task considerations 4.Recommend appropriate placement

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Common Core Publishers Guide for English Language Arts & Literacy states: Curriculum materials must provide extensive opportunities for all students to engage with complex text, although students whose decoding ability is developing at a slower rate also will need supplementary opportunities to read text they can comprehend successfully without extensive supports. They may also need extra assistance with fluency practice and vocabulary building. Students who need additional assistance, however, must not miss out on essential practice and instruction their classmates are receiving to help them think deeply about texts, participate in thoughtful discussions, and gain world and word knowledge.

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QUANTITATIVE: Lexiles Explained Lexiles: Word Level Difficulty Sentence Level Complexity Sarah, Plain and Tall: 430 Pride and Prejudice: 1030.

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Lexile bands suggested by Common Core *K-1 Lexile Range is NOT included in the Common Core

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Sarah, Plain & Tall Did Mama sing every day? asked Caleb. Every single day? He sat close to the fire, his chin in his hand. It was dusk, and the dogs lay beside him on the warm hearthstones. Every single day, I told him for the second time this week. For the twentieth time this month. The hundredth time this year. And the past few years. And did Papa sing, too?

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Henry & Mudge Mudge was huge. He weighed one hundred and eighty pounds. He stood three feet tall and he drooled. Im glad youre not short, Henry said.

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Using the Three Forms of Information Quantitative Henry & Mudge (460L) Sarah, Plain and Tall (430L) Qualitative Henry & Mudge: one odd word included throughout Mudge Sarah, Plain & Tall: Rare words in Sarah typically appear once or twice in the chapter or even the whole book. But when these words appear, they are challenging (e.g., hearthstones, wretched, holler) Reader & Task See guiding questions

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Resources Transition Steps Communicate with colleagues to discuss and design opportunities for more technical reading & writing throughout the day. Consider ways to use current technology within buildings for communication, researching and presenting. Use the Exemplar Texts list, inventory texts you have within the classroom library, school library, local public library, instructional resource room, and online possibilities. Conducting the Inventory: Are our reading lists and Resource Rooms balanced to 50/50 & 75/25? Do we have rich, quality reading resources? - Discard tests we dont think are the absolute best to put in front of our children. What do we currently have to prepare for meeting EOs? Have this discussion per grade & then have it vertically K-2, 3-5, 2-3, 5-6 What digital resources do we have available throughout the school? What will be our process for downloading and using digital content? School level: Determine the amount of funds needed/funds that can be used for purchasing resources. Use the three factors for refining the leveling and selection of texts to use for instruction.

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More independent reading online resources, home/school reading

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Processing..Reflecting.. List the Ohs & Ahas you are taking away from tonight. What shifts are you most excited about trying this spring? What are you still wondering about?

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Want to help? Spelling task force will meet 2xs this summer and approximately once per month throughout next year. District K-5 Writing Assessment - will meet 2xs this summer and approximately once per month throughout next year. Will need to pilot assessment throughout next year. Will submit writing samples this spring as possible BVSD Exemplars Writing Types & Specific Writing Genres ad hoc group to meet this spring and 1x this summer

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Thank You for your interest in the CED transition & for the dedication and energy you share with our students every day!